2017一本道av高清a高清无码视频直接看亚洲高清偷拍国产青岛成立三个调查组依法查处地铁相关问题

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“現在請您听下去︰當時所謂的科學對于治療糖尿病毫無辦法。大夫用 一種特別的限制飲食的方法來折磨病人。每一克食物都得稱一稱,每一口飲 料都得量一量,但是醫生心里明白我是學醫的,自然也心里有數——這樣做 只是推遲死期,這兩三年等于可怕的毀滅,不啻是在一個飲食豐足的世界里 悲慘地餓死。您可以想象,我當時作為一個大學生,一個未來的醫生,拜見 了一個權威,又跑去拜見另一個權威,翻遍了所有的書籍和專著。可是不論 在什麼地方,給我的口頭的和書面的回答總是那句話︰‘無法治愈,無法治 愈’。從此之後,我听見這句話就受不了。從那天起,我就憎恨這句話,因 為我不得不眼睜睜地青言我在世界上最愛的人竟比一頭感覺遲鈍的牲口更加 悲慘地一天天垮下去,而我卻只能袖手旁觀;在我參加博士論文答辯之前三 個月,我父親去世了。 不知該找哪個天主,是找他祖祖輩輩信奉的而被他遺棄了的那個主呢,還是 去找他新近皈依的主,同時他又生怕跟這個天主或者那個天主搞僵鬧翻,這 種恐懼使他心驚膽戰,他干脆同時向兩個天主宣誓效忠。2017一本道av高清a “明兒見,明兒見,”他喃喃他說道。汽車疾馳而去,仿佛被此刻刮來 的那股冰冷的疾風吹走。我呆呆地站著,驚訝不已。可是這時,第一批雨點 已打將下來,像鼓點,像冰雹打在我的軍帽上,來勢洶洶,聲如轟雷。通向 軍營的最後四五十步路我是在傾盆大雨之中跑完的。等我渾身濕透,剛剛跑 到軍營門口的時候,一個閃電劈了下來,把沉浸在風雨之夜里的整條街都照高清无码视频直接看 “公證人仔細地把墨跡未干的簽名吸干,然後三個人都跟公證人握手, 這樣急急忙忙來找我的,準不會是好事。我快步走到桌邊。桌上放著那張陌 生的紙,長方形的,封得嚴嚴的。我的手指極為勉強地把它拆開。一共只有 二十多個字,然而含意清晰、鋒利︰“明日應召赴開克斯法爾伐府。先欲與 君晤談。五時于蒂羅爾酒家恭候。康多爾。”亚洲高清偷拍国产 “是的,”我堅定他說(我想,僅僅是因為怕要不然就得馬上跟他一起 驅車出城,才使我突然說得這樣堅定),“我完全承擔這個責任。我知道得 很清楚,如果現在暫時讓艾迪特相信她會完全治愈,徹底復原,這會對她有 難以估量的幫助。倘若以後需要向她解釋清楚,也許我們??也許我許願太 多,那我一定老老實實承認,我堅信,她會理解這一切的。”

As a teacher at a language school, one of my key interests is monitoring and understanding the journey of my students’ language progress. Sometimes, it can be a little disheartening realising that perhaps my best efforts are still not enough to help students who may not be responding to the coursework. I believe that as a teacher, there must be something I can improve on which can help all my students achieve maximum progress.

Recently, I attended a session held by Pearson on The Global Scale of English. This session discusses The Global Scale of English (GSE), a standard to measure learner’s English competencies, and the GSE Teacher Toolkit. Below, I will tell you what I’ve gained from the session.

 

Quote 1

What is GSE?

The Global Scale of English, or GSE for short, is a measurement that helps teachers to measure the competencies of English learners. The GSE’s development has been based on the CEFR model. CEFR (Common European Framework of Reference) has been widely used by teachers, students, schools, and publishers to standardise language competency. It can be broken down into three groups of basic users (A), independent users (B), and proficient users (C), with two levels for each ‘user group’. CEFR contains a number of ‘can-do statements’. Each level in CEFR has its own ‘can- do statements’ which learners need to achieve in order to move to the higher level.

Below is CEFR levels and their labels:

CEFR Levels

*source: https://www.english.com/blog/addressing-the-missing-levels-with-gse/

Within schools, learners have a certain amount of time to complete a course and achieve ‘can-do statements’ of a CEFR level. As every learner’s ability and progress in learning is unique, not all learners progress at the same pace. Progress takes time, and each learner needs their own individual time to attain a certain level of competency.

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In the long run, this creates a problem.

A learner who has studied English for a long time may be assumed to belong to a particular level of CEFR (let’s say B1), but there is possibility that the learner belongs to between A2 and B1 instead. However, since the learner is placed in a B1 class, he or she needs to keep up with B1-level expectations. This can lead to difficulties for the learner in reaching maximum progress and obtaining a satisfactory learning result at the end of an English program. Up to this point, I can very much relate this scenario with some of my students.

GSE aims to fill the gap. By quantifying each level of CEFR, GSE gives a more accurate manner of predicting learner’s competency in CEFR model. By having accurate knowledge of learner’s competency, teachers can be more precise in planning their lesson. Therefore, maximum progress of all students can take place.

Below is a comparison between CEFR and GSE:

GSE Tabel

The above presents the GSE measuring table of proficiency in all language skills and levels based on the CEFR model. As we can see, there is a wide range between some CEFR levels (A2 to B1, B1 to B2, B2 to C1). Hence, a class of A2, for example, consists of learners with competency score 30 (near A1) to 42 (almost B1). GSE helps teachers in identifying the minimum and maximum point of learners’ competency, so that they can plan lessons in which no learner is left behind.

 

Working with GSE

A teacher who is planning a lesson to suit their student’s competency may consult GSE learning objectives by visiting GSE Teacher Toolkit page, https://www.english.com/gse/teacher-toolkit/user/lo . There is a GSE/CEFR scale, where buttons can be moved horizontally based on the score range intended.

For example, if you have a class with A2 level, you can drag the left button on the scale to the minimum A2 score (30) and drag the right button to the maximum A2 score (42). See the picture below for an example:

Conference

 

On the left side there is a box to choose learner type and skill. For example if we chose to combine ‘adult learners’ and ‘reading’, by clicking the ‘show results’ you will get 22 learning objectives based on order of GSE scores.

Conference

 

Besides learning objectives, GSE Teacher Toolkit also provides Grammar and Vocabulary sections.

Conference

 

In the Grammar section, GSE Teacher Toolkit provides downloadable activities based on the chosen grammar category.

Conference

 

In the Vocabulary section, GSE Teacher Toolkit provides pronunciation with American and British accents, definitions, as well as collocation.

Conference

All the above facilities are easily accessed and free to use. These conveniences do not only save teacher’s time and energy, but most importantly they help teachers prepare the right course materials so that their learners get opportunities to reach maximum progress.

 

Conclusion

The Global Scale of English (GSE) provides at least four advantages for both teachers and learners:

  • Teacher obtain a better understanding of students’ individual competency. Therefore, they can prepare and adapt the right course materials in order to suit students’ needs.

  • The GSE Teacher Toolkit makes lesson planning simple, accurate, and easy to use.

  • Learners are given more opportunities to achieve maximum progress in learning English.

  • Recognised globally, GSE helps students to gain confidence in their language ability and competency acceptance.

To learn more about the GSE Teacher’s Toolkit, please visit here.

 

BIODATA

WINDA HAPSARI is an English teacher and teacher educator at LIA Language School, Indonesia. She has been working with a variety of learners for about two decades. She earned her master’s degree in educational psychology from Universitas Indonesia. Besides teaching, she also conducts classroom / educational research and publishes some of her works. Her recent article, which she co- authored with a colleague, titled Teaching Reading to Encourage Critical Thinking and Collaborative Work is published by Springer in early 2018. Her interest includes areas of teacher professional development, teaching language skills, and motivation.